13. Http://parentsacrossamerica.org/wp-content/uploads/2011/03/PAA_Parent_Trigger-position-final.pdf.
CHAPTER 19 The Failure of Vouchers
1. Https://webspace.utexas.edu/hcleaver/www/FriedmanRoleOfGovtEducation1955.htm.
2. John E. Chubb and Terry M. Moe, Politics, Markets, and America’s Schools (Washington, D.C.: Brookings Institution, 1990), 2, 12; http://civilliberty.about.com/b/2007/06/28/school-integration-after-parents-v-seattle-district.htm.
3. Matthew DeFour, “DPI: Students in Milwaukee Voucher Program Didn’t Perform Better in State Tests,” Wisconsin State Journal, March 29, 2011; “Test Scores Improve for Milwaukee Voucher Schools, but Still Lag Public Schools,” Wisconsin State Journal, March 27, 2012. On the state tests, there was no difference in the scores of low-income students, whether they attended Milwaukee public schools or voucher schools.
4. National Center for Education Statistics, Nation’s Report Card: Trial Urban District Assessment: Reading 2011, 92–93; National Center for Education Statistics, Nation’s Report Card: Trial Urban District Assessment: Mathematics 2011, 82–83.
5. Patrick J. Wolf, The Comprehensive Longitudinal Evaluation of the Milwaukee Parental Choice Program: Summary of Final Reports (Fayetteville: University of Arkansas, 2012); Casey D. Cobb, “Review of SCDP Milwaukee Evaluation Report #30” (Boulder, Colo.: National Education Policy Center, 2012), http://nepc.colorado.edu/files/ttr-mkeeval-ark-30.pdf. For an account of the alteration of the attrition rate, see “NEPC: Patrick Wolf Should Apologize,” Diane Ravitch’s Blog, April 2, 2013, http://dianeravitch.net/2013/04/02/nepc-patrick-wolf-should-apologize/. The “independent evaluator” of the Milwaukee and the District of Columbia voucher programs wrote an opinion piece in the Minneapolis Star-Tribune calling on his home state of Minnesota to offer more private school choice; see Patrick J. Wolf, “Minnesota Falls Behind on School Choice,” Minneapolis Star-Tribune, January 28, 2013.
6. Matthew DuFour, “DPI: Students in Milwaukee Voucher Program Didn’t Perform Better in State Tests,” Wisconsin State Journal, March 29, 2011; Erin Richards, “Proficiency Plummets at Voucher Schools, MPS with New Test Scoring,” Milwaukee Journal Sentinel, October 24, 2012; Alan J. Borsuk, “Scores Show Voucher Schools Need Accountability,” Milwaukee Journal Sentinel, December 1, 2012.
7. Http://www.federationforchildren.org/leadership; http://alecexposed.org/wiki/Privatizing_Public_Education,_Higher_Ed_Policy,_and_Teachers.
8. National Center for Education Statistics, Nation’s Report Card: Reading 2011, 72–73; National Center for Education Statistics, Nation’s Report Card: Mathematics 2011, 62–63; Thomas Ott, “Cleveland Students Hold Their Own with Voucher Students on State Tests,” Cleveland Plain Dealer, February 22, 2011; http://stateimpact.npr.org/ohio/2012/06/27/how-ohio-spent-103-million-a-year-on-private-school-vouchers/.
9. Patrick Wolf, Babette Gutmann, Michael Puma, Brian Kisida, Lou Rizzo, Nada Eissa, and Matthew Carr, Evaluation of the DC Opportunity Scholarship Program: Final Report (NCEE 2010-4018) (Washington, D.C.: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education, 2010). In 2013, Patrick Wolf, the evaluator for the Milwaukee and District of Columbia voucher programs, wrote an opinion piece expressing his support for school choice, specifically, for vouchers: Patrick J. Wolf, “Minnesota Falls Behind on School Choice,” Minneapolis Star-Tribune, January 28, 2013. In the article, he chastised his home state of Minnesota for falling behind his adopted state of Arkansas in providing school choice.
10. Alan Richard, “Florida Supreme Court Finds State Voucher Program Unconstitutional,” Education Week, January 6, 2006. A study of the Florida voucher program concluded that the test scores increased at the public schools most threatened by the loss of students. David Figlio and Cassandra Hart, “Competitive Effects of Means-Tested School Vouchers,” Center for Analysis of Longitudinal Data in Education Research, Working Paper 46, June 2010.
11. Gus Garcia-Roberts, “McKay Scholarship Program Sparks a Cottage Industry of Fraud and Chaos,” Miami New Times, June 23, 2011.
12. Andy VanDeVoorde, “VVM Writers Named National SPJ Winners,” Village Voice, April 10, 2012.
13. Stephanie Simon, “Louisiana’s Bold Bid to Privatize Schools,” Reuters, June 1, 2012.
CHAPTER 20 Schools Don’t Improve if They Are Closed
1. The MetLife Survey of the American Teacher: Teachers, Parents, and the Economy, 2011, http://www.metlife.com/assets/cao/contributions/foundation/american-teacher/MetLife-Teacher-Survey-2011.pdf; Primary Sources: 2012: America’s Teachers on the Teaching Profession (Scholastic and Gates Foundation, 2012). The MetLife Survey of the American Teacher: Challenges for School Leadership, 2012, https://www.metlife.com/assets/cao/foundation/MetLife-Teacher-Survey-2012.pdf.
2. Marisa de la Torre, Elaine Allensworth, Sanja Jagesic, James Sebastian, and Michael Salmoniwicz for the Consortium; Coby Meyers and Dean Gerdeman for American Institutes for Research, Turning Around Low-Performing Schools in Chicago (February 2012).
3. Chicago’s Democratically-Led Elementary Schools Far Out-Perform Chicago’s “Turnaround Schools” (Chicago: Designs for Change, February 2012).
4. Rebecca Vevea, “Board Backs School Closings, Turnarounds at Raucous Meeting,” Chicago News Cooperative, February 23, 2012, http://www.chicagonewscoop.org/board-backs-school-closings-turnarounds-at-raucous-meeting/.
5. American Institutes for Research, “Turnaround Schools in California: Who Are They and What Strategies Do They Use?” (Washington, D.C., 2012).
6. Anthony Cody, “Flipping the Script on Turnarounds: Why Not Retain Teachers Instead of Reject Them?,” Education Week, March 29, 2012.
7. Becky Vevea, “CPS Wants to Close First Renaissance Schools,” WBEZ91.5, May 8, 2013, www.wbez.org/news/education/cps-wants-close-first-renaissance-schools-107072; Stephanie Banchero, Joe Bermuska, and Darnell Little, “Daley School Plan Fails to Make Grade,” Chicago Tribune, January 17, 2010.
CHAPTER 21 Solutions: Start Here
1. W. E. B. DuBois, Address to Georgia State Teachers Convention, April 12, 1935, cited in Kenneth James King, Pan-Africanism and Education: A Study of Race Philanthropy and Education in the Southern States of America and East Africa (New York: Oxford University Press, 1971), 257.
2. Linda Darling-Hammond, “Why Is Congress Redlining Our Schools?,” Nation, January 30, 2012.
CHAPTER 22 Begin at the Beginning
1. March of Dimes, Born Too Soon: The Global Action Report on Preterm Birth (2012), vii.
2. Ibid.; http://www.marchofdimes.com/mission/globalpreterm.html; Bonnie Rochman, “The Cost of Premature Birth: For One Family, More Than $2 Million,” Time, May 2, 2010.
CHAPTER 23 The Early Years Count
1. James J. Heckman, “Schools, Skills, and Synapses,” NBER working paper 14064, June 2008, http://www.nber.org/papers/w14064.pdf?newwindow=1.
2. Ibid., 15–21.
3. David Weikart, How High/Scope Grew: A Memoir (Ypsilanti, Mich.: High/Scope, 1994). For more about the history of early childhood education, see David L. Kirp’s excellent The Sandbox Investment: The Preschool Movement and Kids-First Politics (Cambridge, Mass.: Harvard University Press, 2007); and David L. Kirp, Kids First: Five Big Ideas for Transforming Children’s Lives and America’s Future (New York: PublicAffairs, 2011), chap. 2.
4. Kirp, Kids First, 68–69.
5. Economist Intelligence Unit, Starting Well: Benchmarking Early Education Across the World (Economist, 2012).
CHAPTER 24 The Essentials of a Good Education
1. Stephanie Simon, “K–12 Student Database Jazzes Tech Startups, Spooks Parents,” Reuters, March 3, 2013.
CHAPTER 25 Class Size Matters for Teaching and Learning
1. Primary Sources: 2012: America’s Teachers on the Teaching Profession (Scholastic and Gates Foundation, 2012), 10.
2. Great Expectations: Teachers’ Views on Elevating the Teaching Profession (Teach Plus, 2012).
4. Primary Sources, 46–49.
5. Darling-Hammond, “Why Is Congress Redlining Our Schools?”
6. Primary Sources, 20–21, 66.
7. Institute of Education Sciences, Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide (December 2003). The other three reforms cited are one-on-one tutoring by qualified tutors for at-risk readers in grades 1–3, life-skills training for junior high students, and instruction for early readers in phonics.
8. Jeremy D. Finn et al., “The Enduring Effects of Small Classes,” Teachers College Record, April 2001; Alan B. Krueger, “Experimental Estimates of Education Production Functions,” Quarterly Journal of Economics 114, no. 2 (1999); Barbara Nye, Larry V. Hedges, and Spyros Konstantopoulos, “The Long-Term Effects of Small Classes: A Five-Year Follow-Up of the Tennessee Class Size Experiment,” Educational Evaluation and Policy Analysis 21, no. 2 (1999); Jeremy D. Finn, “Small Classes in American Schools: Research, Practice, and Politics,” Phi Delta Kappan, March 2002; Jeremy D. Finn et al., “Small Classes in the Early Grades, Academic Achievement, and Graduating from High School,” Journal of Educational Psychology 97, no. 2 (2005); Alan B. Krueger and Diane Whitmore, “The Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results: Evidence from Project STAR,” Economic Journal, January 2001; Raj Chetty et al., “How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project STAR,” Quarterly Journal of Economics 126, no. 4 (2011).
9. Thomas Dee and Martin West, “The Non-Cognitive Returns to Class Size,” Educational Evaluation and Policy Analysis, March 2011; Philip Babcock and Julian R. Betts, “Reduced-Class Distinctions: Effort, Ability, and the Education Production Function,” Journal of Urban Economics, May 2009; James J. Heckman and Yona Rubinstein, “The Importance of Noncognitive Skills: Lessons from the GED Testing Program,” American Economic Review 91, no. 2 (2001).
10. Donald McLaughlin and Gili Drori, School-Level Correlates of Academic Achievement (Washington, D.C.: U.S. Department of Education, 2000); also Sarah T. Lubienski et al., “Achievement Differences and School Type: The Role of School Climate, Teacher Certification, and Instruction,” American Journal of Education 115 (November 2008). For more studies that show correlations between smaller classes in the middle and upper grades and improved academic outcomes, see Class Size Matters fact sheet, “The Importance of Class Size in the Middle and Upper Grades,” http://www.classsizematters.org/wp-content/uploads/2011/04/fact-sheet-on-upper-grades.pdf.
11. Spyros Konstantopoulos and Vicki Chun, “What Are the Long-Term Effects of Small Classes on the Achievement Gap? Evidence from the Lasting Benefits Study,” American Journal of Education 116 (November 2009); Krueger and Whitmore, “Effect of Attending a Small Class in the Early Grades on College-Test Taking and Middle School Test Results”; see, for example, Alan B. Krueger and Diane Whitmore, “Would Smaller Classes Help Close the Black-White Achievement Gap?,” in Bridging the Achievement Gap (Washington, D.C.: Brookings Institution Press, 2002); and Paul E. Barton and Richard A. Coley, The Black-White Achievement Gap: When Progress Stopped (Policy Information Report, Educational Testing Service, 2010).
12. Lawrence P. Gallagher, “Class Size Reduction and Teacher Migration: 1995–2000,” in Technical Appendix of the Capstone Report, part C, 2002; Emily Pas Isenberg, “The Effect of Class Size on Teacher Attrition: Evidence from Class Size Reduction Policies in New York State,” U.S. Bureau of the Census, February 2010.
CHAPTER 26 Make Charters Work for All
1. Matthew Di Carlo, “The Evidence on Charter Schools and Test Scores,” Albert Shanker Institute, December 2011, http://shankerblog.org/wp-content/uploads/2011/12/CharterReview.pdf.
2. Emma Brown, “D.C. Charter Schools Expel Students at Far Higher Rates Than Traditional Public Schools,” Washington Post, January 5, 2012; Ed Fuller, Examining High-Profile Middle Schools in Texas: Characteristics of Entrants, Student Retention, and Characteristics of Leavers (Texas Business and Education Coalition, 2012); Bruce D. Baker, “Effects of Charter Enrollment on Newark District Enrollment,” http://schoolfinance101.wordpress.com/2012/08/06/effects-of-charter-enrollment-on-newark-district-enrollment/; Bruce D. Baker, “Misinformed Charter Punditry Doesn’t Help Anyone (Especially Charters),” http://schoolfinance101.wordpress.com/2011/10/04/misinformed-charter-punditry-doesnt%E2%80%99t-help-anyone-especially-charters/.
3. Bruce D. Baker, Ken Libby, and Kathryn Wiley, “Spending by the Major Charter Management Organizations: Comparing Charter School and Local Public District Financial Resources in New York, Ohio, and Texas,” National Education Policy Center, May 2012.
CHAPTER 27 Wraparound Services Make a Difference
1. Tamara Wilder, Whitney Allgood, and Richard Rothstein, Narrowing the Achievement Gap for Low-Income Children: A 19-Year Life Cycle Approach (2008), http://www.epi.org/page/-/pdf/wilder_allgood_rothstein-narrowing_the_achievement_gap.pdf.
2. Karl L. Alexander, Doris R. Entwisle, and Linda Steffel Olson, “Lasting Consequences of the Summer Learning Gap,” American Sociological Review 72, no. 2 (2007): 171.
3. Ibid., 175.
4. Ibid., 171, 177.
5. National Summer Learning Association, Summer Learning Can Help Close the Achievement Gap, http://www.summerlearning.org/?page=TheAchievementGap; Johns Hopkins University School of Education, Center for Summer Learning, Motivating Adolescent Readers: The Role of Summer and Afterschool Programs, http://www.summerlearning.org/resource/resmgr/publications/2007.motivatingadolescentrea.pdf; http://breakingnewsbtc.files.wordpress.com/2010/05/summer-learning-loss-research-overview.pdf.
6. J. A. Durlak and R. P. Weissberg, “The Impact of After-School Programs That Promote Personal and Social Skills” (Chicago: Collaborative for Academic, Social, and Emotional Learning; After-School Alliance, 2007), http://www.afterschoolalliance.org/documents/2012/Essentials_4_20_12_FINAL.pdf.
7. Paul Tough, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character (Boston: Houghton Mifflin Harcourt, 2012), 105–47.
8. Wilder, Allgood, and Rothstein, Narrowing the Achievement Gap for Low-Income Children, 25–28.
CHAPTER 28 Measure Knowledge and Skills with Care
1. Pasi Sahlberg, Finnish Lessons (New York: Teachers College Press, 2011).
2. Bruce D. Baker, “Ed Waivers, Junk Rating Systems & Misplaced Blame: Case 1—New York State,” http://schoolfinance101.wordpress.com/2012/08/31/ed-waivers-junk-rating-systems-misplaced-blame-case-1-new-york-state/; Education Law Center, “NJDOE Intent on Closing Schools Serving Students of Color,” http://www.edlawcenter.org/news/archives/other-issues/njdoe-intent-on-closing-schools-serving-students-of-color1.html; Matthew Di Carlo, “Assessing Ourselves to Death,” Shanker Blog, October 4, 2012.
3. Todd Farley, Making the Grades: My Misadventures in the Standardized Testing Industry (Sausalito, Calif.: PoliPoint Press, 2009), pp. 240, 242.
4. Dan DiMaggio, “The Loneliness of the Long-Distance Test Scorer,” Monthly Review, December 2010.
5. Heckman and Rubinstein, “Importance of Noncognitive Skills.”
6. Henry M. Levin, “More Than Just Test Scores,” Prospects: Quarterly Review of Comparative Education 42, no. 3 (2012).
7. National Research Council, Incentives and Test-Based Accountability in Education (Washington, D.C., 2011).
8. Sarah D. Sparks, “Panel Finds Few Learning Gains from Testing Movement,” Education Week, May 26, 2011.
9. MCEA/MCPS, Peer Assistance and Review Program: Teachers Guide, http://www.mceanea.org/pdf/PAR2012-13MCEAGuide.pdf.
10. Michael Winerip, “Helping Teachers Help Themselves,” New York Times, June 5, 2011.
11. Educating for the 21st Century: Data Report on the New York Performance Standards Consortium, http://www.nyclu.org/files/releases/testing_
consortium_report.pdf.
CHAPTER 30 Protect Democratic Control of Public Schools
1. Matt Miller, “First, Kill All the School Boards,” Atlantic, January–February 2008.
2. Data obtained from Dottie Gray, research librarian, National School Boards Association.
3. Congress passed legislation in 1970 prohibiting federal control of education: “No provision of any applicable program shall be construed to authorize any department, agency, officer, or employee of the United States to exercise any direction, supervision, or control over the curriculum, program of instruction, [or] administration … of any educational institution.” PL 103-33 General Education Provisions Act, 432.
4. ESEA Flexibility Request (Washington, D.C.: U.S. Department of Education, 2012).
5. Rebecca Harris, “Voters Approve Referenda on Elected Board, Teachers Pensions,” Catalyst, November 7, 2012; Quinnipiac University Polling Institute, April 11, 2013, http://www.quinnipiac.edu/institutes-and-centers/polling-institute/new-york-city/release-detail?ReleaseID=1880.
CHAPTER 31 The Toxic Mix
1. National Scientific Council on the Developing Child, “Excessive Stress Disrupts the Architecture of the Developing Brain” (working paper 3, 2005), www.developingchild.harvard.edu.
2. Gary Orfield, John Kucsera, and Genevieve Siegel-Hawley, E Pluribus … Separation: Deepening Double Segregation for More Students (UCLA Civil Rights Project, September 19, 2012), http://civilrightsproject.ucla.edu/research/k-12-education/integration-and-diversity/mlk-national/e-pluribus … separation-deepening-double-segregation-for-more-students.
Reign of Error: The Hoax of the Privatization Movement and the Danger to America's Public Schools Page 44